Relevant bibliographies by topics / Linguistic competence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Linguistic competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Linguistic competence"

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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Chathamkulam Abdulrahman, Nishad, and Emad A. S. Abu-Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 19 (November 16, 2019): 7537–52. http://dx.doi.org/10.24297/ijct.v19i0.8505.

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Linguistic competence, communicative competence, and interactional competence have had profound impact on second language teaching, learning, and testing. Although a significant number of studies have been conducted on these three competences, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores all the three competences in more depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertinent to the three types of competence. In order to achieve the study aims, intensive literature survey was conducted. Based on the review of the related studies on linguistic, communicative and interactional competences, this article provides recommendations for effective classroom practice and future research.
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Martinez del Castillo, Jesus. "Identifying Linguistic Competence What Linguistic Competence Consists in." Education and Linguistics Research 2, no. 1 (April 18, 2016): 120. http://dx.doi.org/10.5296/elr.v2i1.9225.

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<p>Linguistic competence, language, a language and speech acts constitute realities to be found in speaking. They all are nothing but aspects of the same reality, the activity of speaking created and executed by human subjects who are free and creative, absolute and contingent, transcendent and historical. Since speaking is something known by speakers even before the performance what linguistic competence is can only be guessed out through self-reflection and verification of it in the verbal behavior of speakers.</p>
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Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Linguistic education: communicative tolerance as a component of communicative competence." SENTENTIA. European Journal of Humanities and Social Sciences, no. 3 (March 2021): 56–62. http://dx.doi.org/10.25136/1339-3057.2021.3.35695.

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The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of &ldquo;competency&rdquo; and &ldquo;competence&rdquo;. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as &ldquo;communicative competence&rdquo; and &ldquo;communicative tolerance&rdquo;. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the &ldquo;Foreign Language&rdquo; discipline in the development of students&rsquo; communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students&rsquo; ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of &ldquo;competency&rdquo; and &ldquo;competence&rdquo;.
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LaPointe, Leonard L. "Linguistic Competence in Aphasia." Perspectives on Augmentative and Alternative Communication 17, no. 3 (September 2008): 87–92. http://dx.doi.org/10.1044/aac17.3.87.

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Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.
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Odyntsova, Halyna. "LINGUISTIC APHORISMS AS THE MEANS OF IMPROVEMENT OF THE FUTURE PHILOLOGISTS’ LINGUISTIC COMPETENCE." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 79–84. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244201.

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In the modern educational paradigm, special attention is paid to the preparation of future specialists based on the competency approach. The fundamental point of the process of professional training of students-philologists is linguistic competency as the integrated quality that includes a number of central characteristics. It is formed in the course of mastering the linguistic disciplines provided by the curriculum. Linguistic aphorisms that represent particular features of philological terms and notions in figurative form can be a significant supplement to the studied theoretical and practical material.The article deals with the essence of the notion of “linguistic competence” and its components. Taking into account the fact that linguistic competence is integral by itself, the following sub-competencies are distinguished: phonetic, orthoepic, graphic, orthographic, lexico-phraseological, lexicographic, and grammatical (its components include morphological and syntactical), punctuation and stylistic The content of each sub-competency as a linguistic subsystem has been defined in the article. Linguistic aphorisms, analyzed in the paper, represent philological notions and phenomena that are studied during the formation of every mentioned sub-competency. The interpretation of linguistic units through aphorisms is subjective, as their authors are mostly writers, scholars and philosophers. Linguistic aphorisms as individual authorial utterances cannot be treated as the ultimate source of information but rather assist in comprehending the essence of a particular linguistic phenomenon through figurative associations from the new perspective and serve as the means of its additional semantization. Having a didactic character, aphorisms can be used for educational purposes as a means of improving the linguistic knowledge of future philologists. Keywords: linguistic competency; sub-competency; linguistic aphorisms; individual authorial utterances; linguistic terms and notions; figurative associations; professional training; language personality; students-philologists.
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Belianin, Valerii P. "The Linguistic Personality and Linguistic Competence." Journal of Russian & East European Psychology 36, no. 3 (May 1998): 78–91. http://dx.doi.org/10.2753/rpo1061-0405360378.

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Kalliokoski, Jyrki. "Plurilingual competence, styles and variation." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 87–110. http://dx.doi.org/10.12697/jeful.2011.2.2.05.

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The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding
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U.U., Jumanazarov. "Theory And Structure Of Linguistic Competence." American Journal of Interdisciplinary Innovations and Research 03, no. 04 (April 27, 2021): 42–47. http://dx.doi.org/10.37547/tajiir/volume03issue04-07.

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The article summarizes the theory of linguistic competence to be formed and improved in future English teachers, the opinions, ideas and conclusions of scholars from the most developed countries in this regard. The structure of linguistic competence is defined, goals and objectives are defined.
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U.U., Jumanazarov. "Principles And Methods Of Linguistic Competence." American Journal of Social Science and Education Innovations 03, no. 04 (April 27, 2021): 151–57. http://dx.doi.org/10.37547/tajssei/volume03issue04-23.

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The article is based on five principles (linguistic, didactic, pedagogical, psychological-psycholinguistic, and methodological) in teaching English and their contribution to the development and improvement of linguistic competencies of students in the field. It is said that these principles serve as the main sources in achieving the set educational and methodological goal, as well as the choice of methods, tools and techniques used in the process of learning a foreign language.
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Dissertations / Theses on the topic "Linguistic competence"

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Finzel, Anna Magdalena. "English in the linguistic landscape of Hong Kong : a case study of shop signs and linguistic competence." Master's thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6412/.

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Especially for the last twenty years, the studies of Linguistic Landscapes (LLs) have been gaining the status as an autonomous linguistic discipline. The LL of a (mostly) geographically limited area – which consists of e.g. billboards, posters, shop signs, material for election campaigns, etc. – gives deep insights into the presence or absence of languages in that particular area. Thus, LL not only allows to conclude from the presence of a language to its dominance, but also from its absence to the oppression of minorities, above all in areas where minority languages should – demographically seen – be visible. The LLs of big cities are fruitful research areas due to the mass of linguistic data. The first part of this paper deals with the theoretical and practical research that has been conducted in LL studies so far. A summary of the theory, methodologies and different approaches is given. In the second part I apply the theoretical basis to my own case study. For this, the LLs of two shopping streets in different areas of Hong Kong were examined in 2010. It seems likely that the linguistic competence of English must be rather high in Hong Kong, due to the long-lasting influence of British culture and mentality and the official status of the language. The case study's results are based on empirical data showing the objectively visible presence of English in both examined areas, as well as on two surveys. Those were conducted both openly and anonymously. The surveys are a reinsurance measuring the level of linguistic competence of English in Hong Kong. That level was defined before by an analysis of the LL. Hence, this case study is a new approach to LL analysis which does not end with the description of its material composition (as have done most studies before), but which rather includes its creators by asking in what way people's actual linguistic competence is reflected in Hong Kong's LL.
Das Forschungsfeld der Linguistic Landscape (LL) hat sich vor allem in den letzten zwanzig Jahren als autonome Disziplin im Bereich der Sprachwissenschaft emanzipiert. Die LL eines meist geografisch eingegrenzten Gebietes – die beispielsweise aus Reklametafeln, Plakaten, Ladenschildern, Wahlkampfpropaganda, etc. besteht – erlaubt tiefe Einblicke in die An- oder Abwesenheit von Sprachen auf dem jeweiligen Gebiet. Die LL lässt dadurch nicht nur Rückschlüsse auf die Dominanz einer Sprache aufgrund ihrer Anwesenheit zu, sondern auch auf die Unterdrückung einer Minderheit durch die Abwesenheit ihrer Sprache an Orten, an denen die Minderheitensprache demografisch gesehen eigentlich sichtbar sein müsste. Wegen des Überflusses an linguistischen Daten in den LLs großer Städte sind diese ergiebige Tätigkeitsfelder für die Disziplin. Diese Arbeit beschäftigt sich im ersten Teil mit der theoretischen und praktischen Forschung, die es bislang zu diesem Thema gab. Sie prüft den Stand der Theoriebildung, fasst Methodiken zusammen und gibt einen Überblick über verschiedene Ansätze. Im zweiten Teil wird die theoretische Basis auf eine eigene Fallstudie angewendet. Für diese wurden 2010 die LLs zweier Einkaufsstraßen in unterschiedlichen Gegenden Hong Kongs untersucht. Durch den dort lange währenden Einfluss der englischen Kultur und Mentalität und den offiziellen Status der Sprache liegt der Schluss nahe, dass die Sprachkompetenz des Englischen in Hong Kong eher hoch sein muss. Die Ergebnisse der Fallstudie basieren sowohl auf der Erhebung von statistischen Daten, die die objektive Anwesenheit des Englischen in der LL beider untersuchten Gegenden zeigt, als auch auf zwei daraus resultierenden Befragungen. Diese wurden zum einen offen, zum anderen anonym durchgeführt. Die Befragungen stellen eine Rückversicherung dar, die den Grad der Sprachkompetenz des Englischen in Hong Kong misst, welcher zuvor anhand der LL festgestellt wurde. Damit bietet die Fallstudie einen neuen Ansatz der Untersuchung einer LL, der im Gegensatz zu vorangegangenen Studien nicht bei der Beschreibung ihrer materiellen Beschaffenheit endet, sondern auch ihre Schöpfenden miteinbezieht und sich fragt, inwiefern die LL von Hong Kong die tatsächliche Sprachkompetenz der Menschen widerspiegelt.
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Whitman, Marilyn V. Permaloff Anne. "An examination of cultural and linguistic competence in health care." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WHITMAN_MARILYN_10.pdf.

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Jonsson, Oskar. "We need to talk about erm linguistic fillers : Students' use of linguistic fillers in varying situation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59501.

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The following essay presents a case study based on participant observation of a group of Swedish secondary school students’ interaction in English. The study focused on what is commonly referred to as communicative competence, or more specifically strategic competence, which represents how language speakers overcome linguistic breakdowns or gaps in their communicative skill. The aim of the study was to better understand how students use linguistic fillers in different situations. By observing students in two different situations, one stressful and one regular conversational situation, it was found that when in a stressful situation, students are more likely to use linguistic fillers in general and also that some students rely on their first language, Swedish, when using linguistic fillers. In this case study, it was found that some students experience difficulties in using English linguistic fillers. Based on these findings, there is a need for teachers to address this problem if students are to develop confidence and skill in using them. For this reason, there is a need for further research on developing and testing different teaching methods on the use of linguistic fillers.   Keywords: communicative competence, EFL, language didactics, linguistic fillers, participant observation, secondary school students, strategic competence.
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O'Reilly, David. "An investigation into metaphoric competence in the L2 : a linguistic approach." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19853/.

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Within the field of L2 metaphoric competence (MC) research, Low’s (1988) and Littlemore and Low’s (2006a, 2006b) metaphor-related skills and (sub)competences have existed for 29 and 11 years respectively, but have never been elicited or used to develop tests. Consequently, the extent to which they are underpinned by more fundamental (sub)constructs is unclear. With a few exceptions (e.g., Littlemore, 2001), L2 MC tests to date have been limited in scope (e.g., Aleshtar & Dowlatabadi, 2014; Azuma, 2005; Hashemian & Nezhad, 2007; Zhao, Yu, & Yang, 2014). Available research shows that L2 MC correlates with L2 vocabulary knowledge and proficiency (Aleshtar & Dowlatabadi, 2014; Zhao et al., 2014), but negligibly with time spent in an L2 immersion setting (Azuma, 2005). However, the ability of these measures to predict L2 MC is unknown, as is the change in the receptive/productive correlation strength as L2 proficiency increases. In response to these gaps, a large battery of L2 MC tests aimed at eliciting Low’s (1988) and Littlemore and Low’s (2006a, 2006b) constructs was developed and administered to 112 NNSs of English (L1 Chinese) and 31 English NSs, along with vocabulary knowledge and (NNSs only) general proficiency tests. Data cleaning showed inherent, operationalisation problems. Exploratory Factor Analysis revealed four metaphor-related factors, with MANOVA and independent samples t-tests showing statistical NNS and NS differences for only one of these: English Grammatical Metaphoric Competence. Multiple regression revealed that the Oxford Online Placement Test best predicted L2 receptive MC, whereas L2 vocabulary depth measured by the Word Associates Test (Read, 1998) best predicted L2 productive MC. Time spent living in the UK had no predictive power, and the receptive/productive correlation weakened with increased L2 proficiency. Implications for theory, test development, the transferability of models and predictors (e.g., to NNSs with other L1s) and EFL teaching are discussed.
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Ariyanto, Sugeng. "An applied linguistic analysis of EFL teacher trainees' communicative competence in Jember, Indonesia /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09arma718.pdf.

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Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.

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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals. In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
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Ponder, Linda Milam. "Improving access to care by determining key elements of culturally and linguistically appropriate healthcare interventions for Hispanic populations in Texas using a Delphi technique." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4908.

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Cultural competence, mandated by Federal law since 1964, has not been appropriately addressed due to its lack of specifics and the lack of specifics within subsequent mandates. This study was designed to determine specific key elements of cultural and linguistic appropriateness which would "operationalize" cultural competence in the provision of healthcare services. Knowing the elements of cultural and linguistic appropriateness will assist non-Hispanic healthcare providers to remove personal barriers of cultural and linguistic differences for Texas' Hispanic population. The problem of cultural competence gained national focus during the Civil Rights movement of the '60s. Current research revealed that Hispanics continue to have the worst healthcare outcomes of any minority population. Census data reflecting that Hispanics are the fastest growing segment of the population, with Texas having the nation's second largest Hispanic population, make it imperative for healthcare providers to determine methods to improve healthcare for Texas' Hispanic population. A Delphi Technique was used to extract expert opinions from 26 highly qualified, Texas Hispanic healthcare providers regarding the key elements of cultural and linguistic appropriateness for Texas' Hispanic population. The ultimate goal of the research was to determine essential information which would assist non-Hispanic healthcare providers in removing personal barriers of cultural and linguistic appropriateness to the delivery of healthcare services for Texas' Hispanics. Through the approximately 16-month process of the Delphi Technique, the Panel produced 249 distinct elements in 11 groups of cultural appropriateness and 8 groups of linguistic appropriateness. Members of the Panel ranked the groups for importance, indicated the level of agreement/disagreement with each element, and rated each element for its individual importance. This study is important because it is the first time an expert panel of solely Hispanic healthcare providers has spoken collectively about what constitutes cultural and linguistic appropriateness. This research can provide a framework for professional practices, grant providing organizations, or evaluation teams to assess professionals and programs to determine their degree of cultural and linguistic appropriateness. The work can also form the basis for curricula to be used in Texas' healthcare professions preparatory schools or continuing education for practicing healthcare professionals.
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McWilliam, Donna M. "A study into the discussion skills of nursery school children." Thesis, University of Strathclyde, 1999. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21438.

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The research comprised of three studies which examined the discussion skills of preschool children in different contexts. The first study was concerned with how frequently pre-schoolers could use complex linguistic strategies (such as giving justifications) in conflict situations, and in relation to gender, class and play activity. The second study was very similar to this but examined how complex speech acts were produced in a co-operative context. It was found that children could produce complex language relatively frequently in both conflictual and co-operative contexts. No substantial sex differences were recorded for the complexity of speech acts used but there were significant variations noted for class in Study 1, with children from the privately run nursery showing greater linguistic competence than their state-school peers. Play activity had a marked effect on the type of dialogue produced. Skilful language was associated with symbolic play whereas sand & water activities and individual pursuits were characterised by predominantly simple speech. The final study primarily built-upon the results obtained in Study 2 which had revealed that one specific pattern of dialogue often led to the production of complex speech. In order to further improve this output, this Particular pattern of speech was encouraged via a scaffolding procedure. This was successful in increasing the amount of individual complex speech strategies produced, but was less effective in frequently eliciting the required dialogue pattern. Overall, it was demonstrated that preschool children were linguistically more competent than many theorists or educational guidelines have suggested. Moreover, it appears that young children are able to engage in complex speech in both conflictual and co-operative situations, although it was also shown that the type of play activity may influence these discussion skills.
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Gupta, Abha. "Linguistic issues in the competence and performance of hearing-impaired children: The GAEL Test." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185584.

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This is a linguistic analysis of elicited responses obtained in a language proficiency test of hearing impaired children (Grammatical Analysis of Elicited Language). The analysis focuses on the language, the social situation and setting of the test activity to describe the characteristics that are observable in the elicited responses--specifically the deviations from the target responses of the test, and on discovering the underlying rules that function to guide some of the systematic deviations in the participants' language in the test. The study examines the following features of the deviated responses: the grammatical structure, the syntactic/semantic acceptance and contextual appropriateness of the responses. The study develops procedures for analysis along each of these dimensions, called the Observed Response Analysis based on miscue analysis (Goodman: 1987) and error analysis (Corder: 1981). Some of the deviations were shown to be significantly systematic throughout the test. These systematic grammatical structures in children's underlying system were validated by the developed methodology. There were also many cases where the deviations were inconsistent, the grammatical structures were used 'correctly' at one place and 'incorrectly' at another. This inconsistency in language stems from the transitional nature of grammar which the learners are using. It has puzzled some teachers for a long time how a speaker can know something in one context and not know it in another context. Such uncertainties arise from the belief that speaking is word recall. The imitative responses were also inconsistent sometimes, implying thereby that speaking is more than simply imitating, memorizing or recalling. Children's language took precedence over the language of the test. This understanding of the psycholinguistic processes involved in deviations from the expected language of the test has pedagogical implications for the teachers, testers, or any educators who would like to use tests for diagnostic or prescriptive purpose and adds to the knowledge of not only 'what' children do on the language tests but 'why' they show specific linguistic deviations and what these deviations reflect about children's developing language competencies.
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Gabrielson, Eva. "Getting your message across. : Evaluating cross-linguistic influence on communicative competence in written learner English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-171710.

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Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success.  Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important factors contributing to the development of communicative competence and performance in the context of Second Language Acquisition (SLA) research and Communicative Language Teaching (CLT).  The main aim of the study is to focus on how Swedish learners make use of their first language (L1) as a cognitive and strategic source in their written English communication.  Cross-linguistic influence, or transfer errors, from Swedish in the written English of high school students are taken from samples of writing from the Uppsala Learner English Corpus (ULEC).  The study evaluates the potential of transfer from the L1 to either facilitate or inhibit the communicative purpose, i.e., ‘getting the message across’. The most serious errors in the data were found to result in confusing, inappropriate or incomprehensible structures.  Finally, the study draws attention to some aspects of communicative language teaching and learning that teachers should be aware of in the development and assessment of students’ communicative ability in written performance. The study found that negative language transfer was found to affect communication to various degrees of seriousness but could at times also be considered a useful and necessary strategy for getting a message across.  Transfer errors were often idiosyncratic and were most frequent among males between 16-17 years-old enrolled in vocational programmes.  Prepositional transfer errors were the most common, however; incorrectly used lexical items, in particular, false friends and other vocabulary substitutions, as well as literal translations of phrases and idiomatic expressions potentially resulted in the most serious errors.  Word order errors also interfered substantially with the message in many cases.  On the other hand, grammatical transfer errors such as incorrect us of articles, pluralisation and verb tense generally did not change the meaning to any greater extent.  In fact, transfer errors can be communicative as long as the message gets across.
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Books on the topic "Linguistic competence"

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Linguistic and communicative competence: Topics in ESL. Clevedon: Philadelphia : Multilingual Matters, 1992.

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Cook, Vivian, and Li Wei, eds. The Cambridge Handbook of Linguistic Multi-competence. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781107425965.

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Stubbs, Valerie Therese. The role of linguistic accuracy in communicative competence. Birmingham: University of Central England in Birmingham, 1999.

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Practical theories and empirical practice: A linguistic perspective. Amsterdam: John Benjamins Pub. Co., 2012.

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Kochendörfer, Günter. Notation, Modellbildung, Simulation: Grundlagenprobleme kognitivistischer Darstellungen in der Linguistik. Tübingen: G. Narr, 1989.

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Lambis, Stavros D. Interaction between concept formation in geometry and linguistic abilities of pupils (linguistic competence): The case of dyslexic pupils. Guildford: University of Surrey, 1997.

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Language: Competence, change, contact = Sprache : Kompetenz, Kontakt, Wandel. Berlin: Lit Verlag, 2012.

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Sklyarova, Natal'ya. International and national in linguistic cultures (based on the material of Russian and English phraseology). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1080271.

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The textbook is intended for the formation of linguistic and cultural competence of students based on a comparative analysis of the phraseological fund of English and Russian languages in an extralinguistic aspect, as well as for the development of foreign language competence through the use of English phraseological units in speech. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of various philological areas of bachelor's and master's degree preparation.
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Kochendörfer, Günter. Neuronale Modelle des Sprachverstehens. Freiburg (Breisgau): HochschulVerlag, 1997.

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Boada, Albert Bastardas i. The relation between linguistic context, behaviour and competence: The second generation of Castilian-speaking immigrants in non-metropolitan Catalonia. Québec: International Center fot Research on Bilingualism, 1986.

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Book chapters on the topic "Linguistic competence"

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Mondal, Prakash. "Linguistic Theory, Explanation and Linguistic Competence." In Language, Mind and Computation, 217–29. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449436_7.

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Daloz, Jean-Pascal. "Cultivation and Linguistic Competence." In Expressions of High Status, 157–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05401-3_10.

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Lim, Russell F., and Francis G. Lu. "Cultural and Linguistic Competence." In Textbook of Community Psychiatry, 135–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10239-4_11.

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Weiß, Helmut. "The Double Competence Hypothesis On Diachronic Evidence." In Linguistic Evidence, 557–76. Berlin, New York: Mouton de Gruyter, 2005. http://dx.doi.org/10.1515/9783110197549.557.

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Coliva, Annalisa. "Practical Knowledge and Linguistic Competence." In Eva Picardi on Language, Analysis and History, 337–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95777-7_16.

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Shorten, Andrew. "Linguistic Competence and Citizenship Acquisition." In Citizenship Acquisition and National Belonging, 105–22. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230246775_7.

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Derwing, Bruce L. "Orthographic aspects of linguistic competence." In Typological Studies in Language, 193. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/tsl.21.16der.

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Hufeisen, Britta. "Models of multilingual competence." In Hamburg Studies on Linguistic Diversity, 173–89. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hsld.7.08huf.

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Antaki, Charles. "Pragmatics, linguistic competence, and Conversation Analysis." In Pragmaticizing Understanding, 101–12. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/z.170.06ant.

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Otheguy, Ricardo. "The linguistic competence of secondgeneration bilinguals." In Romance Linguistics 2013, 301–19. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/rllt.9.16oth.

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Conference papers on the topic "Linguistic competence"

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Liu, Shiyang. "RESEARCH ON THE FORMATION OF TRANSLATORS’ COMPETENCE IN UNIVERSITIES FROM THE PERSPECTIVE OF KNOWLEDGE MANAGEMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end100.

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"This research intends to analyze the formation of translators’ competence in universities from the perspective of knowledge management in the information age. This article follows the translation competence model formulated by PACTE (2003), which is consisted of five sub-competences: the bilingual sub-competence, extra-linguistic sub-competence, knowledge about translation sub-competence, instrumental sub-competence, strategic sub-competence. In order to develop the five translators’ sub-competences, this research formulates the teaching model of knowledge management for translators’, which includes the curriculum design, and the six rudimentary phases of personal knowledge management (search, identification and acquisition of information, and organization, application and optimization of the knowledge). We carry out an empirical research of the knowledge management teaching mode in translating class. From the students’ practice results and surveys, we evaluate its' results in the formation of translators’ competences."
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Guliyants, Anna B. "Interpreters And Translators' Extra-Linguistic Competence Development." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.22.

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Tabuldina, Assel, and Zhanar Eskazinova. "DEVELOPMENT FEATURES OF STUDENTS' FUNCTIONAL LITERACY THROUGH TEXTS IN FOREIGN LANGUAGE LESSONS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(30).

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The growing role of foreign language linguistic competence and especially foreign language functional literacy of a specialist requires a revision of the theoretical foundations and approaches to teaching writing in English in a modern university. This article defends the thesis that the development of linguistic competence through the prism of translation competence plays an important role in the development of foreign language functional literacy. The presented work clarifies the concept of foreign language functional literacy of students through the prism of translation competence and foreign language linguistic competence; recommendations are offered for the further development of a model for the formation of functional literacy in the process of teaching a foreign language in a non-linguistic university.
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Zasypkin, Vladislav Pavlovich. "Linguistic Expertise Of Conflict Texts: Limits Of Competence Of A Linguist-Expert." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.46.

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Turmys, O. V. "Linguistic and intercultural communication competence of Ukrainian servicemen." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-89.

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HAUSER, MARC D. "EVOLVING LINGUISTIC COMPETENCE IN THE ABSENCE OF PERFORMANCE." In Proceedings of the 8th International Conference (EVOLANG8). WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295222_0071.

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Reztsova, Svetlana, and Anna Rybakova. "DEVELOPING STUDENTS' COLLOCATIONAL COMPETENCE VIA ELECTRONIC LINGUISTIC CORPORA." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1856.

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Hvozdíková, Silvia, and Mária Horníčková. "LINGUISTIC COMPETENCE TEST DESIGN FOR ENGLISH LANGUAGE LEARNERS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2455.

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Липаева, Лилия Сагитовна. "LINGUISTIC COMPETENCE IN THE PROCESS OF ACHIEVING THE SPEAKER’S INFORMATIVE PURPOSE." In Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/seh290.2020.58.97.008.

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В статье рассматривается лингвистическая компетенция как средство достижения цели говорящего. В ходе анализа художественных произведений был сделан следующий вывод - наличие лингвистической компетенции, а именно владение определенной суммой знаний связанных с различными аспектами языка, позволяет правильно подобрать языковые средства, и обеспечивает достижение цели. The role of the linguistic competence as the means of achieving the informative purpose of the speaker is considered in the article. In the analysis of fiction the following conclusion has been made: the existence of the linguistic competence, namely having the certain knowledge of different aspects of language lets the speaker choose the appropriate language and achieve his purpose.
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Arkhipova, Maria Vladimironva. "Basics Of Intercultural Communicative Competence Among Non-Linguistic Students." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.11.

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Reports on the topic "Linguistic competence"

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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.233.

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Bilovska, Natalia. TACTICS OF APPROACHING THE AUTHOR CLOSER TO THE READER: INTERACTIVE COOPERATION. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11408.

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The article clarifies the features of interactive relationships, which are modeled by the addresser of modern media text for maximum impact on the addressee. The author controls the perception of the text, focusing on linguistic competence and an objective picture of the reader’s world. A pragmatic approach to journalistic text makes it possible to identify explicit and implicit forms of dialogue: modeling feedback and interactive settings that can turn a hypothetical reader into a real one, adapting to the addressee’s language thesaurus. Discursive openness to the exchange of views with the addressee leads to the fact that the entire media text becomes a guarantee of commonality of addresser-addressee interpretations. The difference between the addresser and the addressee is minimized, their connection is strengthened through the combination of linguistic consciousness, which, in turn, forms a special structure and semantics of the journalistic text, in which the emphasis is not on I but on the Other. The addressee in some implicit or explicit form is always in all segments of the media text, and the author establishes a trusting relationship with the reader through the phatic linguistic means that the addressee relates to himself. Approaching the addressee is a sign of modern journalistic texts, which show a tendency to dialogue and democratization of forms of mass communication, and their characteristic feature is the actualization in the center of attention of the addressee, latent (mediated by written text) dialogue with which is modeled as real. The addressee in the process of establishing contact with the author of the media text also becomes the part of broad cognitive space. This opportunity is realized if the journalist has different types of competence – communicative and procedural, that is, is able to compare their own thesaurus, their own knowledge with the thesaurus and the picture of the world of his reader. Modern journalism is characterized by the search for contact with the addressee and new effective models of influence and intimacy of relationships that contribute to the creation of a single cognitive space for both, which, in turn, will allow the recipient to move from knowledge to understanding.
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Mjøberg Lauritzen, Solvor, Jan Selling, and Marko Stenroos. ECMI Minorities Blog. Roma as Tokens? Reference Groups and the Practice of Deciding First and Informing After. European Centre for Minority Issues, July 2022. http://dx.doi.org/10.53779/vnjj4110.

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In Sweden, the Roma have the right to contribute to and influence policy measures that affect them. Authorities often fulfil their obligation to include Roma through the so-called reference groups. The authors see several problems with this model. First, the reference groups are deprived of agency, as they are often not involved at early stages in the planning, but rather informed and consulted on ready-made decisions. Second, an emphasis is placed on “Romani organisations” when nominating and selecting representatives, which encourages rapid creation of new organisations with few members and activities, little transparency, and affected by gate-keeping as the power is kept between a few individuals. Last, the emphasis on linguistic and cultural competence deprives many individuals of influence and the possibility of being heard, especially those who have been subject to harsh assimilation.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. Rockville, MD: American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.gl2004-00202.

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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. Rockville, MD: American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.ps2004-00232.

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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. Rockville, MD: American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.tr2004-00256.

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